Overview of learning 11

Example of mathematics planning and resourcing 11

What we want children to learn (Development matters)

Objectives in bold refer to Early Learning Goals.

Mathematics objectives

Use familiar objects and common shapes to create and recreate patterns and build models.
Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.

Using and applying mathematics

Talk about, recognise and recreate simple patterns.

Related Early Learning Goals

Explore colour, texture, shape, form and space in two or three dimensions (CD).
Handle tools, objects, construction and malleable materials safely and with increasing control (PD).
Select the tools and techniques they need to shape, assemble and join materials they are using (KUW).

Possible contexts

Provide mathematical equipment such as plastic shapes, wooden blocks, mosaic pieces, paper and shapes made from textiles for pattern-making activities.
Use shapes in the environment to look for common shapes.
Use games, pictures, photographs and wrapping paper.
Collect natural objects to use with light boxes and overhead projectors.
Supply mirrors to look at reflected patterns, and felt-tip pens and squared paper for recording.
Use outdoor equipment such as planks and hoops as well as large climbing equipment.
Sculpt malleable materials such as dough and clay with a variety of implements.
Make use of shape cutters during cookery activities.
Provide a well-resourced creative area, with collections of objects that children can use to make patterns and shapes, for example using sticks and recycled materials.
Use drawing and painting programs on a desktop computer.
Provide large and small construction equipment.

Example of adult-led activity

Context: Making silhouettes

Collect some objects (not too deep) and arrange in patterns on sheets of paper (small objects and sheets for inside or large objects for outside).

Spray or splatter paint over the objects. Carefully remove the objects to see their silhouettes and expose the pattern.

Talk about the shapes and patterns with the children using open questions, for example: what can you tell me about these two shapes? What is the same about these two? Is there something different about this shape compared with that one? How did you make your pattern? What did you use? What has happened now you've taken the tin away?

Make a pattern of silhouettes and see if the children can copy it by finding the objects.

Display the children's shape patterns with the objects alongside and encourage them to match the silhouettes to the objects. Provide cards and mark-making tools for labelling their shapes or patterns.

Adult role

Plan games with shapes in 'feely bags' and describe the contents for children to guess.
Provide patterns that children can replicate.
Model pattern making using materials, and use the language of shape. For example: these shapes fit together well; can you make your shapes fit?
Exploit opportunities for noticing shapes in the learning environment that happen spontaneously, for example cutting fruit, shapes children make with their bodies, looking through catalogues.
Use photographs and pictures and patterns from magazines as stimulus and describe the language of shape.
Involve parents and carers in collecting and finding shapes and patterns in the home for children to share with others.
Set challenges, such as making a pattern which has two or three different shapes.
Model the use of appropriate language such as 'shape', 'size', 'bigger', 'larger', 'smaller', 'symmetrical', 'pattern', 'repeating pattern', 'match', 'flat', 'curved', 'straight', 'round', 'hollow', 'solid', 'corner', 'face', 'side', 'edge', 'end', 'sort', 'make', 'build', 'draw' and names of 2-D shapes (circle, triangle, square, rectangle, star) and 3-D shapes (cube, pyramid, sphere, cone).

Opportunities for children to explore and apply

Provide model-making and pattern-making materials and work alongside children as they build. Encourage children to talk about what they are doing/have done when they make models and create patterns. Model familiar language as you work alongside them. For example: can you pass me a circle? You're making that much bigger aren't you? I like the way you've put a cone on top.
Provide activities that encourage children to describe and explain, for example a 'feely bag'.
Make collections of natural objects for children to sort, match and describe. Help them make comparisons, and introduce mathematical language through modelling and recasting their sentences, for example: It is fat yes...and big...bigger than this one.
Provide a rich range of materials for pattern making, both inside and outside.

Adult role

Model pattern making using materials, and use the language of shape. For example: these shapes fit together well; can you make your shapes fit?
Exploit opportunities for noticing shapes in the learning environment that happen spontaneously, for example cutting fruit, shapes children make with their bodies, looking through catalogues.
Scaffold children's learning by identifying how children's understanding of pattern making and shape is developing. For example: children who are noticing how shapes fit together can be introduced to more complex shapes and patterns.
Use photographs and pictures and patterns from magazines as stimulus.
Allow children to explore freely the use of a drawing program to make their designs, and encourage them to save and store it for future work.

Look, listen and note

How do children select a particular named shape? For example: Rachel said, 'I chose the box to print with. See, I put that side in the paint and made a square.'
Observe how children match some shapes by recognising similarities and orientation. For example: Stevie looked at a rhomboid and said, 'It looks like a boat.' She picked up a triangle and said, 'This one's different. It's only got three points.'

Assessment opportunities

Assess how children choose shapes in a computer drawing program to make a picture or pattern and note the language they use to describe their work.
Note the language that children use when talking about and comparing solid objects and flat shapes. For example: uses words such as 'shape', 'flat', 'curved', 'round', 'straight', 'corner', 'side', 'end', 'roll', 'slide'.
Observe children when using textiles, clay, natural and man-made objects, counters, 2-D shapes and computer programs or other media.
Note how children spontaneously notice shapes and patterns in the learning environment.
Do children respond successfully to questions such as 'Why do you think this shape will fit into the hollow?' 'How will you know it's a triangle in the feely bag?' 'How can we find out how many corners this shape has?' 'What happens when you put these two shapes together?'
Can children describe how one given shape is different from another given shape?